Childminder

Childminder

Unique reference number (URN): EY306591 Registered with Ofsted: 14/07/2005 Registers: EYR, CCR, VCR

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

All children, including those who face barriers to their learning, make excellent progress through the curriculum from their starting points. They learn to persevere, understand that practice pays off and take great pride in their achievements. For example, children giggle with delight as they proudly complete a challenging puzzle.

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Achievement Strong standard

Children learn to maintain focus among distractions and to receive information in a group. They are confident and competent talkers who can express their feelings and needs. This gives them the confidence to participate fully in group activities, share their ideas and engage positively with others. They develop the social skills they need for the next part of their learning journey. For example, they learn about turn taking as they patiently wait for the book they have chosen at story time, trusting that their turn will come. This instils a sense of fairness, teaches patience and consideration, and supports them to manage their feelings.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has created a happy, harmonious and respectful environment where children and adults listen to and consider one another. She has high expectations for children's behaviour, which are commonly understood and appropriate for their stages of development. Children learn to use polite language from an early age. For example, even very young children say 'help, please' when they need support.

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Behaviour, attitudes and establishing routines Strong standard

The childminder builds extremely close connections with children, who trust her and see her as an important part of their lives. For example, older children ask their parents to send her photos when they achieve something new. This demonstrates a clear sense of belonging and supports children to develop deep, secure relationships.

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Behaviour, attitudes and establishing routines Strong standard

The childminder skilfully supports children to become confident speakers and to develop the social skills they need to get along with one another and play collaboratively. She models positive interactions, guides children in sharing and taking turns and gently helps them navigate early friendships. This is evident in the kindness older children show towards younger children as they share resources and make space for them during free play.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has effective policies to encourage punctuality and good attendance, and these are clearly communicated to parents.

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Children's welfare and wellbeing Strong standard

Children's individual needs are met highly effectively. The childminder has a deep understanding of each child's circumstances and continually assesses the progress they make. This ensures that every child is considered and supported as an individual, with care and provision precisely matched to their needs. This includes children with special educational needs and/or disabilities. The childminder builds robust, trusting relationships with children, who see her as part of their lives. As a result, children feel valued and included and develop a strong sense of belonging, which supports their emotional wellbeing.

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Expected standard

Children learn to manage and express their emotions in age-appropriate ways because the childminder acts as a positive role model and consistently supports them to behave well during routines and more challenging moments. They develop an understanding of their own needs and those of others. For example, older children know that some children cannot have milk and that adjustments must be made for them. This helps children develop empathy, consideration and a secure understanding of themselves and others.

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Expected standard

Routines around food and sleep are well developed and closely tailored to children's individual needs and overall wellbeing. The childminder works in close partnership with parents to ensure that processes such as weaning are collaborative and carried out safely.

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Inclusion Strong standard

The childminder accurately assesses children's stages of development and individual needs. She identifies any barriers to learning or emerging gaps quickly and works in close partnership with parents and other settings to ensure that support is timely and consistent. When additional professional advice is required, she implements this carefully and monitors children's progress closely to ensure that interventions have the intended impact.

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Inclusion Strong standard

The childminder reflects thoughtfully on all aspects of her provision, including the layout of furniture and the resources available, so that any additional support is naturally woven into children's everyday experiences. This proactive and inclusive approach ensures that all children can access the environment confidently, participate fully in activities and feel genuinely included. As a result, support is highly effective, and children make rapid and sustained progress.

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Inclusion Strong standard

The childminder considers children's wider circumstances and ensures that sufficient, high- quality resources are available so all children can take part in the full curriculum and every learning experience. This means that practical or financial barriers do not limit children's participation in any aspect of the provision. Her thoughtful approach ensures that every child can access the environment confidently and feel fully included in the life of the setting.

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Curriculum and teaching Expected standard

The childminder implements a curriculum that is highly ambitious for all children. She is reflective in her practice and uses assessment effectively to ensure that learning builds on children's interests and what they already know and can do. She extends learning skilfully, enabling children who are ready to work beyond typical expectations. Mathematics is introduced through a rich variety of puzzles and resources that promote children's critical thinking.

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Curriculum and teaching Expected standard

Children are immersed in a language-rich environment where daily stories and songs are woven naturally into routines such as handwashing. The childminder consistently encourages children to express their wishes and needs using words and helps them to put language to their feelings. She sensitively corrects misconceptions. For example, when older children say 'piggy' instead of 'pig', she explains the difference in a way they understand. This supports children to become confident communicators who express themselves effectively.

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Curriculum and teaching Expected standard

Overall, the quality of teaching is high. For example, children enthusiastically join in with highly engaging rhyme times. This supports them to learn to collaborate and receive information as a group, which prepares them well for future learning. However, some routine activities offer further potential to extend older children's independence, as interactions at these times are slightly less effective in promoting autonomy.

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Leadership and governance Expected standard

The childminder is reflective in her practice and regularly reviews her provision. She ensures that it meets children's stages of development, and they continue to make progress through the curriculum. She adds to her extensive knowledge of child development through regular training and keeps policies and practice aligned with legislation and current research. For example, she has recently completed training on children's emotional wellbeing.

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Leadership and governance Expected standard

The childminder works closely with parents, who are kept fully informed about their children's achievements and development. She promptly discusses any emerging gaps in learning and offers practical suggestions to help address them. This creates a collaborative approach to children's care and learning. Parents speak very positively about the progress their children make and value the guidance they receive, for example around weaning, to support their children's learning and development at home.

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Leadership and governance Expected standard

The childminder works closely with other settings children attend, engaging in active dialogue about their development. This ensures that children receive a joined up and consistent approach to their learning. Similarly, transitions are managed well. The childminder prepares children through conversations about what to expect and shares relevant information with new providers so staff understand children's starting points and next steps.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children thrive in the care of the nurturing and highly experienced childminder. They form close, trusting relationships with her and are confident that she will support them whenever they need it. They enjoy learning, are highly engaged and develop excellent social skills, which prepares them very well for the next stage of their education.

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What it's like to be a child at this setting

They learn to practise, persevere and take great pride in their achievements, eagerly demonstrating new skills such as completing a puzzle or mastering a 'roly poly' forward roll. The childminder's detailed understanding of each child's developmental stage enables her to provide precisely the right level of support, ensuring that children make excellent progress.

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What it's like to be a child at this setting

The childminder consistently encourages children to use words to express themselves, meaning even very young children quickly develop solid communication skills. They learn to listen to one another and to put words to their feelings, supported by rich discussions during stories about how characters might be feeling. The childminder actively listens and follows children's interests and ideas. This helps them feel valued as individuals and confident that their voices matter within their small community.

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What it's like to be a child at this setting

Children's social skills are highly developed. For example, older children independently keep track of whose turn it is to choose a song during sing-along sessions. This helps them understand fairness and learn to be patient and considerate of others.

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What it's like to be a child at this setting

Children also develop a secure understanding of how to keep themselves healthy. The childminder speaks with them about healthy eating and provides regular opportunities for

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection. them to take responsibility for simple self-care routines, such as washing their hands. These experiences build children's confidence and prepare them well for life in the wider world.

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Next steps

The childminder should develop routine activities to extend older children's independence skills even further.

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About this inspection

The inspector spoke with the childminder during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage. This data is from 5 February 2026

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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